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EDUCATION 


TEACHERS'    JSAND:BQQKf  ; 

TO  ACCOMPANY 

;CIENCE  OF  HOME  AND  COMMUNITY 


BY 


GILBERT  H.  TRAFTON 


THE  MACMILLAN  COMPANY 
1921 

Copyright  1921,  by  The  Mactmllan  Company 


Publisher 

EDUCATION  DEPT 

Li 


TABLE  OF  CONTENTS 
I.  INTRODUCTION 

II.   ADAPTATION  TO  TYPES  or  SCHOOLS     .......       2 

1 .  Large  city  school 

2.  Small  town  school 

3.  Rural  consolidated  school 

III.  ADAPTATION  TO  LENGTH  OF  COURSES     3 

1.  One  year  course 

2.  Half-yeaj  course 

3.  Two  year  course 

4.  Three  year  course 

IV.  LABORATORY  AND  FIELD  PROJECTS      .„...,.       4 

i    Types  of  work 

2.  Adaptation  to  number  of  periods  devoted  to  these  projects 

A.  One  period  weekly 

B.  Two  periods  weekly 

3.  Projects  for  schools  with  limited  facilities 

A.  Projects  requiring  no  laboratory  facilities 

B.  Projects  requiring  only  the  simplest  apparatus 

4.  Cost  of  apparatus 

5.  Complete  list  of  projects  given  in  book 


o-C 


I.  INTRODUCTION 

This  Teachers'  Handbook  is  prepared  for  the  aid  of  teachers 
who  use  the  author's  Science  of  Home  and  Community.  At  the 
outset  attention  is  called  to  the  report  on  Reorganization  of 
Science  in  Secondary  Schools,  prepared  by  the  science  com- 
mittee of  the  Commission  on  Reorganization  of  Secondary 
Education,  appointed  by  the  National  Educational  Associa- 
tion. This  report  has  been  published  as  Bulletin,  1920,  No.  26, 
of  the  Bureau  of  Education.  Special  attention  is  called  to  this 
report  here  because  it  has  made  a  valuable  contribution  toward 
solving  one  of  the  perplexing  problems  of  secondary  education, 
namely  the  problem  as  to  what  should  constitute  the  aims  of 
science  teaching  in  the  high  school.  The  general  commission  has 
set  forth  the  main  objectives  of  work  in  the  secondary  schools, 
and  the  science  committee  has  adopted  these  objectives,  which 
may  be  briefly  listed  as  follows:  health,  worthy  home  member- 
ship, vocational  guidance,  citizenship,  the  use  of  leisure,  and 
ethical  character.  A  study  of  the  table  of  contents  of  Science  of 
Home  and  Community  shows  that  the  book  deals  with  topics 
that  clearly  help  fulfill  these  objectives. 

The  author  has  purposely  included  more  material  than  can 
usually  be  covered  in  a  year  so  as  to  allow  a  wider  range  of  choice 
on  the  part  of  those  using  the  book.  By  this  means  the  book 
may  be  adapted  to  use  in  different  types  of  schools.  More 
definite  suggestions  are  given  farther  on  regarding  the  adapta- 
tion to  these  types. 

The  author  has  incorporated  directions  for  field  and  laboratory 
projects  within  the  text  because  he  believes  that  such  an  arrange- 
ment is  preferable  to  one  in  which  the  text  and  the  practical 
exercises  are  printed  in  separate  books.  It  is  believed  that  the 
plan  followed  in  the  text  has  at  least  two  distinct  advantages. 
First,  it  tends  toward  the  development  of  a  more  unified  course. 


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sc?PNcii:;oF  HOME  AND  COMMUNITY 

nia-ig'to  both  the  text  and  the  practical  exer- 
cise's to  have  them  'closely'  related.  In  some  schools  teachers  o 
special  sciences  have  fallen  into  the  error  of  keeping  these  two 
parts  of  the  course  as  distinct  and  unrelated  parts,  and  as  a 
result  much  of  the  laboratory  work  has  little  significance  to  the 
pupil.  This  practical  work  has  a  much  more  vital  character 
when  it  is  closely  related  to  the  text. 

Second,  the  arrangement  used  in  this  text  tends  to  encourage 
doing  more  laboratory  and  field  work.  Unfortunately  in  some 
schools  general  science  is  taught  merely  as  a  textbook  subjec 
without  any  practical  work.  Under  such  circumstances  the  sub 
ject  is  deprived  of  a  large  amount  of  its  greatest  value.  The 
inclusion  of  directions  for  practical  work  in  the  text  will  natu 
rally  encourage  a  wider  use  of  these  exercises. 

II.   ADAPTATION  TO  DIFFERENT  TYPES  OF  SCHOOLS 

For  the  purpose  of  giving  suggestions  regarding  the  use  of  th 
text,  schools  may  be  divided  into  three  types:  the  large  city 
school,  the  small  town  school,  and  the  rural  consolidated  schoo] 
The  fundamental  principle  to  be  applied  in  teaching  genera 
science  is  that  the  subject  should  be  related  intimately  with  th 
life  of  the  pupil.   The  more  essential  differences  between  rura 
and  urban  schools  relate  to  the  space  found  in  the  home  yard, 
to  the  kind  of  wild  plants  and  animals  found  in  the  neighborhood, 
and  to  the  applications  of  science  commonly  found  in  the  locality. 
In  rural  communities  more  attention  may  be  given  to  garden- 
ing and  to  the  study  of  wild  plants  and  animals  than  in  the 
urban  communities.    The  following  suggestions  are  for  a  year's 
course. 

1.  For  the  large  city  school. 

Omit  chapters  4,  n,  12,  13,  14,  15. 

2.  For  the  small  town  school. 

Omit  chapters  4,  13,  14,  19. 

3.  For  the  rural  consolidated  school. 

Omit  chapters  10,  17,  19,  23. 


TEACHERS'  HANDBOOK  3 

III.  ADAPTATION  TO  DIFFERENT  LENGTH  OF  COURSES 

1.  Year  courses. 

The  suggestions  already  given  under  types  of  schools  are  for  year 
courses. 

2.  Half-year  courses. 

A  half-year  course  may  be  worked  out  in  two  ways:  first,  either 
Part  I,  Science  of  the  Home,  or  Part  II,  Science  of  the  Community, 
may  be  taken;  second,  choice  may  be  made  from  both  parts.  If  the 
second  plan  is  followed,  the  following  selection  of  chapters  is  suggested: 

A.  For  large  city  schools. 

Take  chapters  i,  2,  5,  7,  8,  10,  16,  18,  20,  22,  24,  26,  28, 
3°,32,33- 

B.  For  small  town  schools. 

Take  chapters  i,  2,  5,  8,  12,  18,  20,  22,  24,  26,  28,  30, 
32,  33- 

C.  For  rural  consolidated  schools. 

Take  chapters  i,  2,  4,  5,  8,  12,  15,  18,  22,  24,  29,  30,  33. 

3.  Two  year  courses. 

In  some  schools,  especially  in  junior  high  schools,  there  is  a  tend- 
ency to  develop  a  two  year  course  in  general  science.  In  such  a  course 
the  work  may  be  divided  as  follows: 

First  year.     Part  I.     Science  of  the  Home. 
Second  year.     Part  II.     Science  of  the  Community. 
If  five  periods  a  week  are  given  each  year,  the  time  will  permit  a 
more  detailed  discussion  of  the  various  topics  than  is  given  in  the  text. 
Time  may  be  taken  for  study  of  additional  references  and  for  the 
presentation  of  many  special  reports  by  the  members  of  the  class. 

4.  Three  year  courses. 

When  a  three  year  course  is  given  extending  through  the  yth,  8th, 
and  gth  grades,  the  plan  is  often  followed  of  devoting  two  or  three 
periods  weekly  for  the  first  two  years,  and  five  periods  for  the  third 
year.  For  such  a  combination  the  following  allotment  of  topics  is 
suggested: 

First  year.  Science  of  the  Home:  the  Home  Grounds.  Chapters 
11-15. 

Second  year.     Science  of  the  Home:  the  Household.   Chapters  i-io. 


4  SCIENCE  OF  HOME  AND  COMMUNITY 

Third  year.     Science  of  the  Community:   Chapters  16-33. 

IV.     LABORATORY  AND  FIELD  PROJECTS 
i.    Types  of  work. 

The  laboratory  and  field  projects  constitute  one  of  the  most  vital 
features  of  the  course.  Teachers  should  plan  to  do  a  large  amount  of 
this  work.  No  course  should  be  given  without  doing  some  of  it.  Six 
types  of  these  projects  have  been  provided,  which  may  be  classified 
as  follows: 

I.   Schoolroom  projects. 

1.  Laboratory  projects. 

Example:  To  study  and  test  thermometers.     Page  23. 

2.  Demonstration  projects. 

Example:  To  show  how  to  use  a  camera.     Page  131. 

3.  School  projects. 

Example:  To  make  the  schoolroom  attractive  by  means 

•house  plants.     Page  141. 
II.   Projects  outside  of  schoolroom. 

1.  Home  projects. 

Example:  To  make  a  study  of  the  heating  system  us 
your  home.     Page  n. 

2.  Community  projects. 

Example:  To  investigate  local  health  conditions  with  refer- 
ence to  water,  milk,  and  foods.  Page  363. 

3.  Field  projects. 

Example:  To  learn  what  shade  trees  are  growing  in  your  town 
and  if  they  are  properly  cared  for.  Page  484. 

The  demonstrations  are  to  be  done  before  the  class  either  by  the 
instructor  or  by  some  pupil.  It  is  intended  that  the  laboratory  projects 
shall  be  performed  by  each  pupil  or  by  a  group  of  pupils.  The  extent 
to  which  it  is  advisable  for  each  pupil  to  do  the  laboratory  projects 
depends  partly  on  the  equipment  and  the  facilities  available  for  indi- 
vidual work.  If  space  or  duplicate  equipment  are  lacking,  the  lab- 
oratory projects  may  be  performed  as  demonstrations. 

One  hundred  and  thirty  two  projects  are  provided.  These  are  more 
than  can  be  done  in  a  year,  but  the  large  number  from  which  choice 
may  be  made  insures  that  some  projects  may  be  found  that  are 
adapted  to  every  type  of  school. 


TEACHERS'  HANDBOOK  5 

2.   Adaptation  to  number  of  periods  devoted  to  these  projects. 

A.  Projects  for  one  period  weekly. 

When  one  period  weekly  is  devoted  to  this  type  of  work, 
the  following  projects  are  suggested. 

a.  For  city  schools. 
Laboratory  Projects. 

Pages  35,  51,  75,  105,  132,  155,  290,  293,  377,  452,  487. 
Demonstration  Projects. 

Pages  7,  17,  25,  106,  127,  260,  289,  382,  432,  439. 
School  Projects. 

Pages  97,  141,  442. 
Home  Projects. 

Pages  n,  27,  42,  77,  87,  96,  147,  159,  521. 
Community  Projects. 

Pages  363,  425,  493. 
Field  Projects. 

Pages  282,  451,  484,  532. 

b.  For  town  and  rural  schools. 
Laboratory  Projects. 

Pages  35,  51,  75,  105,  187,  189,  293,  404,  452,  467. 
Demonstration  Projects. 

Pages  7,  18,  37,  47,  113,  127,  355,  382,  407,  432,  438. 
School  Projects. 

Pages  97,  141,  179. 
Home  Projects. 

Pages  n,  27,  87,  96,  141,  147,  172,  200,  234,  237. 
Community  Projects. 

Pages  41 5,  476. 
Field  Projects. 

Pages  166,  194,  468,  282,  532. 

B.  Exercises  for  two  periods  weekly, 
a.    For  city  schools. 

Those  already  given  for  one  period  and  in  addition  the 

following: 
Laboratory  Projects. 

Pages  14,  23,  69,  101,  102,  114,  116,  158,  263,  512,  513. 
Demonstration  Projects. 

Pages  ic,  13,  18,  22,  124,  131,  278,  302,  339,  381,  407. 


6  SCIENCE  OF  HOME  AND  COMMUNITY 

School  Projects. 

Pages  143,  146,  485. 
Home  Projects. 

Pages  31,  40,  57,  77,  113,  141. 
Community  Projects. 

Page  392. 
Field  Projects. 

Pages  177,  341,468. 
b.    For  town  and  rural  schools. 

Those  already  given  for  one  period  and  in  addition  the 

following: 
Laboratory  Projects. 

Pages  14,  41,  69,  101,  114,  116,  167,  290,  377,  487,  513. 
Demonstration  Projects. 

Pages  13,  17,  22,  106,  131,  289,  302,  339,  439. 
School  Projects. 

Pages  235,  442,  485. 
Home  Projects. 

Pages  31,  77,  113,  178,  201,  209,  521. 
Community  Projects. 

Pages  405,  425. 
Field  Projects. 

Pages  177,  461,  484. 

If  three  periods  are  devoted  weekly  to  laboratory  and  field 

work,  practically  ail  the  projects  can  be  carried  out. 

3.   Projects  for  schools  with  limited  facilities. 

The  author  wishes  to  call  special  attention  to  the  value  of  those 
projects  that  may  be  carried  on  outside  of  the  schoolroom.  The 
greatest  value  of  this  type  of  work  lies  in  the  fact  that  it  connects 
school  work  with  real  life,  because  these  studies  are  made  under  life 
conditions.  In  the  second  place,  this  type  of  work  helps  solve  the 
problem  of  the  expense  involved  in  securing  apparatus  since  it  takes 
things  as  they  are  and  studies  science  in  life  as  it  actually  exists  in  the 
home  and  community.  Hence  this  type  of  work  is  especially  adapted 
for  those  small  schools  which  are  limited  in  laboratory  facilities  and 
equipment. 


TEACHERS'  HANDBOOK  7 

A.  Projects  requiring  no  laboratory  facilities. 
Home  Projects. 

On  pages  n,  27,  31,  40,  42,  57,  77,  87,  96, 109,  113,  141,  147, 

159, 172, 178, 192,  200,  201,  209,  213,  219,  234,  237,  238, 521. 
Community  Projects. 

On  pages  363,  392,  405,  415,  425,  476,  493- 
Field  Projects. 

On  pages  166,  177,  194,  227,  253,  282,  341,  451,  461,  468, 

484,  532. 
School  Projects. 
On  pages  97,  442. 

B.  Projects  requiring  only  the  simplest  apparatus. 

The  projects  here  listed  require  only  such  simple  apparatus 
as  may  be  obtained  from  the  pupils'  homes  or  from  the 
school  equipment  usually  provided  for  the  work  in  the  other 
sciences.  These  projects  may  be  performed  either  as 
demonstrations  or  as  individual  laboratory  exercises. 
Projects  on  pages  7,  14,  16,  17,  18,23,35,37,51,69,  75, 101, 
105,  116,  127,  141,  143,  167,  176,  187,  189,  192,  196,  235, 
289,  290,  293,  296,  302,  377,  382,  391,  404,  432,  439,  452, 
467,  485,  487,  513. 

4.   Cost  of  apparatus, 

In  making  out  the  following  lists  of  estimates  only  approximate 
figures  can  be  given  because  prices  are  undergoing  constant  fluctua- 
tions. These  figures  are  based  on  prices  quoted  early  in  1920. 

Set  i.   Approximate  cost,  $50.00 

This  outfit  includes  only  one  set  of  material,  and  hence  does  not 
allow  individual  laboratory  work  (except  with  very  small  classes),  but 
includes  enough  material  to  perform  the  individual  exercises  as 
demonstrations,  excepting  those  requiring  the  more  expensive  appa- 
ratus listed  below  under  set  3.  Following  is  a  list  of  the  apparatus 
included  in  the  above  estimate: 

Apparatus 

Flasks,  rubber  stoppers,  glass  tubing,  rubber  tubing,  alcohol  lamp 
or  Bunsen  burner,  tumblers,  beakers,  lamp  chimney,  test  tubes,  touch 


8  SCIENCE  OF  HOME  AND  COMMUNITY 

paper,  candle,  ringstand,  thermometer,  pneumatic  trough,  wide 
mouthed  bottles,  iron  picture  wire,  deflagrating  spoon,  wire  gauze, 
plates,  bicycle  pump,  kerosene  lamp,  plates  of  glass,  rubber  membrane, 
pint  milk  bottle,  glass  model  of  pump,  tin  cup,  red  and  blue  litmus 
paper,  tuning  fork,  convex  and  concave  lenses,  printing  frame,  print- 
ing papers,  flowerpots,  window  boxes,  bulbs,  two  bar  magnets,  horse- 
shoe magnet,  iron  filings,  small  pieces  of  various  metals,  darning  arid 
knitting  needles,  insulated  wire,  large  bolt,  dry  cells,  electric  bell, 
push  button,  sal  ammoniac  cell,  strips  of  sheet  zinc  and  copper,  cor 
pass,  rulers,  insect  breeding  cage,  outfit  for  candling  eggs,  collection 
types  of  bird  houses,  galvanometer,  small  motor  and  dynamo,  coffc 
pot,  small  gyroscope,  spring  balance,  overflow  can,  catch  bucket,  shot 
thistle  tube,  pipette,  petri  dishes,  culture  medium,  Snellen's  visi< 
chart,  collections  of  samples  of  woods,  weather  maps. 

Chemicals 

Nitric  acid,  hydrochloric  acid,  sulfuric  acid,  ammonia,  limewatei 
potassium  chlorate,  manganese  dioxid,  sulfur,  calcium  carbide,  dis 
tilled  water,  potassium  permanganate,  silver  nitrate,  calcium  sulfate 
potassium  bromide,  lead  acetate,  iron  alum,  iodin  solution,  granulate 
zinc,  hypo,  developing  powders,  formalin,  baking  powder,  baking 
cream  of  tartar,  vinegar,  salt,  washing  soda. 

Set  2.   Approximate  cost,  $100.00 

This  set  includes  enough  duplicate  material  of  apparatus  listed  in 
set  i  for  a  class  of  thirty  to  do  individual  laboratory  exercises,  as  w 
as  the  simpler  demonstrations.    This  estimate  does  not  mean 
enough  duplicate  material  is  provided  so  that  all  members  of  the  c 
shall  be  working  on  the  same  experiment  at  the  same  time.   Such  an 
arrangement  is  not  necessary,  nor  perhaps  desirable.   In  making  t 
above  estimate  it  is  assumed  that  different  members  of  the  class  wi 
be  working  on  several  different  projects  during  the  same  period, 
some  cases  small  groups  of  pupils  may  work  together  with  one  set  o 
apparatus. 

Set  j.   Approximate  Cost,  $225.00 

This  outfit  includes  sufficient  material  to  do  all  the  practical  work 
outlined  in  the  book.   It  includes  the  material  listed  under  set  2  and 


TEACHERS'  HANDBOOK  9 

in  addition  the  following  more  expensive  apparatus  needed  for  some 
of  the  demonstrations: 

Sling  psychrometer,  air  pump,  bell  jar  with  open  top,  sonometer, 
camera,  kodak  film  tank,  pair  of  field  glasses  for  bird  study,  model 
of  steam  engine,  primary  and  secondary  coils  (the  inner  one  removable) 
small  gas  engine  or  a  model  of  one,  induction  coil,  set  of  telegraph  in- 
struments (sender,  sounder,  relay),  small  demonstration  form  of  wire- 
less outfit,  dissectible  telephone,  aneroid  barometer. 
5.  Complete  list  of  projects  given  in  book. 

I.   SCHOOLROOM  PROJECTS 
A.   Laboratory  Projects 

1.  To  study  the  burning  of  wood,  soft  coal,  and  hard  coal.  Page  14. 

2.  To  compare  safety  matches  and  ordinary  matches.  Page  16. 

3.  To  study  and  test  thermometers.     Page  23. 

4.  To  study  the  burning  of  a  candle.     Page  35. 

5.  To  find  out  what  conditions  are  needed  to  keep  a  candle  burning. 
Page  35. 

6.  To  generate  acetylene.     Page  41. 

7.  To  show  that  air  has  weight  and  hence  exerts  pressure.   Page  51. 

8.  To  show  how  a  pump  works.     Page  52. 

9.  To  test  foods  for  different  kinds  of  nutrients.     Page  59. 

10.  To  compare  foods  as  regards  their  nutritive  value.     Page  69. 

11.  To  find  out  which  are  the  cheapest  foods  and  which  are  the  most 
expensive.     Page  75. 

12.  To  study  the  action  of  baking  powder  and  yeast.     Page  101. 

13.  To  study  the  working  of  a  Bunsen  burner.     Page  102. 

14.  To  study  the  principles  involved  in  freezing  ice  cream.    Page  105. 

15.  To  study  the  action  of  some  substances  used  in  the  kitchen. 
Page  114. 

To  learn  the  effect  of  soap  on  hard  water.     Page  116. 

To  show  the  effect  of  light  on  certain  salts  of  silver.    Page  132. 

To  study  the  working  of  an  electric  bell.     Page  155. 

To  learn  how  the  cell  used  to  operate  the  electric  door  bell  is  made. 

Page  158. 

To  make  a  plan  for  the  ornamentation  of  the  home  yard.    (Late 

winter  or  early  spring.)    Pa<*e   167. 


10  SCIENCE  OF  HOME  AND  COMMUNITY 

21.  To  make  a  plan  of  a  flower  garden.   (Late  winter  or  early  spring.) 
Page  176. 

22.  To  make  a  plan  of  a  vegetable  garden.     Page  187. 

23.  To  test  the  seeds  you  are  going  to  plant  in  your  garden.  Page  189 

24.  To  study  the  activities  of  some  garden  insects.     Page  196. 

25.  To  study  some  types  of  bird  houses.     Page  234. 

26.  To  study  the  parts  of  a  steam  engine.     Page  253. 

27.  To  see  how  the  motor  works.     Page  263. 

28.  To  study  the  action  of  the  compass.     Page  290. 

29.  To  see  how  a  gyroscope  works.     Page  292. 

30.  To  learn  why  a  boat  floats.     Page  293. 

31.  To  test  foods  for  adulterants.     Page  359. 

32.  To  observe  the  effect  of  anti- toxin  treatment  for  diphtheria  on 
the  death  rate  in  New  Jersey.     Page  377. 

33.  To  Compare  the  death  rates  for  various  diseases.  Page  391. 

34.  To  study  the  life  history  of  the  mosquito  and  to  find  methods  o 
destroying  it.    Page  404. 

35.  To  illustrate  why  we  seem  to  see  a  continuous  set  of  pictures  at 
the  movies.     Page  452. 

36.  To  study  the  food  habits  of  some  common  birds.    Page  467. 

37.  To  learn  to  tell  the  cuts  of  wood  found  in  chairs  and  tables 
Page  487. 

38.  To  keep  a  record  of  weather  conditions  by  means  of  instruments 
Page  512. 

39.  To  learn  how  one  may  foretell  the  weather  by  a  study  of  weather 
maps.    Page  513. 

B.   Demonstration  Projects 

1.  To  study  the  principles  applied  in  the  hot-air  furnace.    Page  7. 

2.  To  study  the  principles  applied  in  hot- water  heating.   Page  8. 

3.  To  learn  the  source  of  heat  in  the  steam-heating  system.  Page  10. 

4.  To  prepare  oxygen  and  study  its  properties.     Page  13. 

5.  To  study  the  composition  of  air.     Page  17. 

6.  To  learn  how  the  air  we  breathe  out  differs  from  the  air  we  breathe 
in.     Page  18. 

7.  To  learn  the  conditions  necessary  for  a  change  of  air  in  ventila- 
tion.    Page  2 2. 

8.  To  find  the  humidity  of  the  room.     Page  25. 


TEACHERS'  HANDBOOK  II 

To  study  the  structure  and  workings  of  a  kerosene  lamp.    Page  3  7 . 

To  test  the  purity  of  drinking  water.   Page  47. 

To  show  that  air  has  weight.     Page  51. 

To  study  the  activities  of  bacteria  and  some  means  of  controlling 

them.     Page  106. 

To  show  how  to  can  fruits  and  vegetables.     Page  113. 

To  study  some  of  the  principles  underlying  the  use  of  musical 

instruments.     Page  124. 

To  show  how  a  camera  forms  images.     Page  127. 

To  show  how  to  use  a  camera.     Page  131. 

To  show  how  to  develop  films  in  the  kodak  film  tank.    Page  135. 

18.  To  show  how  to  print  pictures.     Page  136. 

19.  To  illustrate  the  principle  of  the  dynamo.     Page  260. 
To  show  how  the  gas  engine  works.     Page  278. 

To  make  a  simple  steam  turbine.     Page  289. 

To  see  how  the  submarine  is  made  to  rise  and  sink.     Page  296. 

To  illustrate  the  principle  of  the  balloon.     Page  302. 

To  show  how  a  set  of  telegraph  instruments  works.     Page  326. 

To  show  how  the  wireless  telegraph  works.     Page  331. 

26.  To  study  the  working  of  the  telephone.     Page  339. 

27.  To  see  which  kinds  of  water  contain  the  fewest  bacteria.  Page  351. 

28.  To  compare  the  cleanliness  of  milk  from  different  sources  by 
estimating  the  number  of  bacteria  in  a  cubic  centimeter  (cc.). 
Page  355. 

To  see  under  what  conditions  air  contains  the  fewest  bacteria. 
Page  367. 

To  see  if  ice  contains  bacteria.     Page  381. 

To  try  the  effect  of  pasteurization  on  the  keeping  quality  of  milk. 
Page  382. 

To  show  that  flies  carry  bacteria.     Page  407. 
To  see  if  the  ventilating  system  of  your  school  furnishes  the  essen- 
tials of  good  ventilation.    Page  432. 
To  test  the  eyes  of  the  members  of  the  class.     Page  438. 
To  illustrate  the  working  of  the  eye.     Page  439. 
36.   To  find  the  height  of  a  hill  by  means  of  a  barometer.    Page  510. 

C.  School  Projects 
i.   To  form  a  League  of  Modern  Health  Crusaders.     Page  97. 


12  SCIENCE  OF  HOME  AND  COMMUNITY 

2.  To  make  the  schoolroom  attractive  by  means  of  house  plants. 
Page  141. 

3.  To  raise  cuttings  to  take  home.     Page  143. 

4.  To  supply  the  rooms  in  the  school  with  flowers  during  the  winter. 
Page  146. 

5.  To  beautify  the  school  grounds.     Page  179. 

6.  To  raise  seedlings  of  some  vegetables  in  the  schoolroom  so  they 
may  be  taken  home  and  planted  in  your  gardens.     Page  192. 

7.  To  put  up  nesting  boxes  for  birds  in  the  school  yard.    Page  23; 

8.  To  make  a  sanitary  survey  of  the  school.    Page  442. 

9.  To  make  an  exhibit  of  leaves  of  trees,  to  which  you  may  invit 
your  friends.     Page  485. 

II.   PROJECTS  OUTSIDE  OF  SCHOOLROOM 

A.   Home  Projects 

1.  To  make  a  study  of  the  heating  system  used  in  your  hoim 
Page  ii. 

2.  To  learn  if  your  home  is  properly  ventilated.     Page  27. 

3.  To  make  a  ventilating  screen.  Page  31. 

4.  To  make  a  sleeping  porch.     Page  31. 

5.  To  read  the  gas  meter  and  learn  the  weekly  cost  of  the  gas 
Page  40. 

6.  To  read  the  electric  meter  and  compute  the  weekly  cost  of  elec- 
tricity.    Page  42. 

7.  To  read  the  water  meter  and  compute  the  weekly  cost  of  water. 
Page  57. 

8.  To  store  eggs  for  winter  use.     Page  77. 

9.  To  distinguish  fresh  from  stale  eggs.     Page  77. 

10.  To  find  out  if  you  are  eating  the  right  kind  and  amount  of  fc 
Page  87. 

11.  To  practice  daily  the  proper  health  habits.     Page  96. 

12.  To  dry  fruits  and  vegetables  at  home.     Page  109. 

13.  To  can  fruits  and  vegetables.     Page  113. 

14.  To  beautify  the  home  by  means  of  house  plants.     Page  141. 

15.  To  raise  a  Chinese  lily  for  a  Christmas  present.     Page  147. 

1 6.  To  study  the  parts  of  an  electric  door  bell  outfit,  so  as  to  fix  it  if  it 
gets  out  of  order.     Page  159. 


TEACHERS'  HANDBOOK  13 

To  plant  bulbs  in  the  home  yard  so  as  to  get  flowers  during  the 

spring.     Page  1 72. 
t8.   To  beautify  the  home  grounds  by  growing  ornamental  plants. 

Page  178. 

To  raise  some  early  vegetables.     Page  192. 

To  raise  vegetables.     Page  200. 

To  test  different  varieties  of  some  one  kind  of  vegetable.  Page  201. 

To  raise  tomatoes  for  canning.     Page  201. 

To  raise  fall  strawberries.     Page  209. 

To  raise  fruits  in  the  home  yard.     Page  213. 

To  take  charge  of  a  small  flock  of  chickens.     Page  219. 

To  make  a  nesting  house  for  birds  to  put  in  your  home  yard. 

Page  234. 
7.   To  feed  the  winter  birds.     Page  237. 

To  provide  water  for  the  birds.     Page  238. 

To  observe  the  moon's  changes  for  a  month.     Page  521. 

B.   Community  Projects 

1.  To  investigate  local  conditions  with  reference  to  water,  milk,  and 
foods.     Page  363. 

2.  To  study  the  death  rate  in  your  own  state  and  locality  for  differ- 
ent diseases.     Page  392. 

To  see  what  the  class  can  do  to  help  rid  the  locality  of  mosquitoes. 
Page  405. 

4.  To  learn  what  the  class  can  do  to  help  control  the  fly  nuisance. 
Page  415. 

5.  To  study  the  duties  of  the  local  health  officer.  Page  42  5. 

6.  To  see  what  the  class  can  do  to  help  protect  the  valuable  birds 
found  in  the  locality.     Page  476. 

7.  To  learn  the  value  of  your  city  parks.     Page  493. 

C.   Field  Projects 

1.  To  study  those  shrubs  and  vines  that  are  adapted  for  growing  in 
the  home  grounds.     Page  166. 

2.  To  identify  some  of  the  cultivated  flowers  and  to  note  their 
attractive  features.     Page  177. 

3.  To  identify  the  most  common  weeds  found  growing  in  vegetable 
gardens.     Page  194. 


14  SCIENCE  OF  HOME  AND  COMMUNITY 

4.  To  see  how  many  birds  you  can  recognize  from  their  son} 
Page  227. 

5.  To  see  how  the  locomotive  works.     Page  253. 

6.  To  study  the  parts  of  an  automobile  and  see  how  it  is 
Page  282. 

7.  To  visit  the  central  telephone  office.     Page  341. 

8.  To  visit  a  moving  picture  theater  to  see  how  the  projecti 
apparatus  works.     Page  451. 

9.  To  see  how  many  times  nestling  birds  are  fed  in  one  day.  Page  4< 
10.   To  learn  what  beneficial  birds  are  common  in  your  localil 

Page  468. 
n.   To  learn  what  shade  trees  are  growing  in  your  town  and  if  tl 

are  properly  cared  for.     Page  484. 
12.   To  learn  to  name  some  of  the  common  constellations.     Pages: 


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